Learning About New Demands in Schools: Curriculum, Algebra and the Preparation of Educators
Proposal Overview
Over the past decade, schools and teachers have been subjected to policies aimed at changing instruction to an extent never seen before. High stakes tests are increasingly shaping what teachers do in their classrooms. This has happened especially in literacy and mathematics. Although some research has begun to identify the ways in which the curriculum is being narrowed and instruction is becoming increasingly oriented toward test preparation, we know very little about how these developments have changed how teachers perceive and work with curriculum and the knowledge that they develop through working with curriculum. In this proposal, we present a set of interconnected studies that address this gap through the prism of a high-profile topic within the mathematics curriculum: algebra.
Learning About New Demands in Schools: Curriculum, Algebra and the Preparation of Educators
Proposal Overview
Over the past decade, schools and teachers have been subjected to policies aimed at changing instruction to an extent never seen before. High stakes tests are increasingly shaping what teachers do in their classrooms. This has happened especially in literacy and mathematics. Although some research has begun to identify the ways in which the curriculum is being narrowed and instruction is becoming increasingly oriented toward test preparation, we know very little about how these developments have changed how teachers perceive and work with curriculum and the knowledge that they develop through working with curriculum. In this proposal, we present a set of interconnected studies that address this gap through the prism of a high-profile topic within the mathematics curriculum: algebra.